Specialist Schools Trust

Specialist Schools Trust

Notes from Conference held at the Royal Opera House, September 2005

Derek Kitt – Chair,NAME

This inaugural meeting of the new Specialist Music Schools was held at the Royal Opera House was introduced by Ken Gouge, SST Arts Consultant.

The new Music and Arts Coordinator Richard Jones then outlined the day – firstly by welcoming our own Chris and Julie from NAME who kindly exhibited various NAME publications, details of Conference, Joining Forms etc. (Richard@specialistschoolstrust.org.uk)

Current situation      - 26 Music Schools across the country.
- 425 Arts Colleges of various types of which 317 are Performing Arts.

Richard said how important Music Schools are – small department, big impact.
Richard looked at OFSTED findings.
Key Questions:
·      Baseline Data
·      Music Professionals
·      Manifesto – Primary Partners
·      Community
·      Workforce Remodelling
Richard then looked at the National picture e.g. Manifesto, Musical Futures, Music For Youth; Youth Music; Youth Arts Award; National KS3 Strategy
Delegates were encouraged to look at the website at www.specialistschools.org.uk

The Trust intends to run it’s own CPD programme starting next year.

Preparation for the launch – Rod James

Rod outlined the beauty of Cornwall and the uniqueness of the pupils.  He then made an excellent analogy between the school and yachting – in particular Silk2!
Pushing the limits, everyone on board, taking risks and realising that things can go wrong!
It is vital that Head’s devolve responsibility.
Rod detailed the main targets of the bid and subsequently the importance of people – governors, music teachers, ICT expert, administrator, community group (Music Factory), a Development worker (jointly funded by Penwith District Council).  Rod talked about how music can and has transformed the culture of the school.

Music and the whole curriculum – Ges Hartley, Rochester Grammar School

Selective school.  First dual specialist school for music and mathematics – good for showing & developing links across the curriculum.  Evidence shows that students involved in music do much better at mathematics.
Ges also looked at the relevance of the ‘Mozart Effect’ research.  He reminded delegates that the evidence was from young children.
Ges also felt that the multiple intelligence approach is more about teaching than learning – not about learning styles, but more about teachers being ‘refreshed’.
Ges’s school then looked at possibilities for a curriculum through shared content.  They looked at a skills approach e.g.
Fibonacci & the Phi factor project –
Mathematics introduced the subject creatively and pupils had to produce a colourful response to the Fibonacci concepts.  Drama then re-thought the concepts leading to video performance (ICT).  Music likewise re-thought the concepts into a sound score.  English – presentation skills – to whole year.

Ges then talked about music and Performance – curriculum links through shared skills in performance  techniques – this included a teacher-in-charge of public speaking.  The school also focused on the benefits of group work and how to improve it in music and across the rest of the curriculum e.g. clear objectives, effective use of time, meeting targets/deadlines, working together, making/agreeing key decisions, self-monitoring and evaluation.
Delegates then looked at a small-school project for Year 7’s – soundtrack biographies project – linking to emotions/personality.  Lastly, we heard about the Roma project in collaboration with Greenwich University.

Paul McManus – Chief Executive, Music Industries Association

Paul said that the dividing link between the industry and education is fading.  He outlined the membership of the MIA – retailers, supplies, publishers etc.  There are 44 FTE ‘workers’ along with a council and committee.
Interesting fact – 22% of all people in the UK play a musical instrument.  Of those 78% who do not play, 33% wanted to!
The MCA supports Music for Youth, the National Rock & Pop Festival in Birmingham, the entitlement to Music in the Curriculum, the VAT free purchase scheme; a new ‘learn to play’ stand (DVD available), the ‘Get Alive’ campaign in Surrey about the affect of music on health etc., and the ‘Weekend Warriors’ scheme – to get Dad’s to get into bands!
Paul then told delegates about their education partnerships – including FMS and NAME.
Paul suggested that Specialist Music Schools might join the MIA.
MIA also support research and work experience.

Community Plan:  working with the wider community Penny Westwood (Head); David Bray – Northampton School for girls (first ever Specialist Music School!)

Penny outlined the context of the school.  The launch was after a few months of receiving the status with Evelyn Glennie in March.
The community dimension needed to be inclusive.
Delegates were shown an excellent DVD of performances at the school.
Relationships with other local secondary schools and local primaries have really improved.
What worked well?
·      600 children now learn an instrument (around 30%)
·      disadvantaged youngsters now have the opportunity
·      adviser seconded 2 days per week to make links
·      administrator
·      memorable launch event
·      Head now a governor on the Music Service Body
·      Community production Company now based in the school
·      SEN Music School now sited in the school
Penny suggests that Heads say ‘yes’ – then make it work!
David Bray then suggested that the philosophy of the Northampton School for Girls, is never to write anyone off.  School has a 750 seater theatre, so can bring the community in as well as get out into the community.
School to meet with feeder primaries to write Yr 6 SoW & Timetable.
They are also starting a virtual 6th Form for AS/A level music/mus tech Singing days and workshops for local schools e.g. Black Voices.  Shopping list of visiting professional artists for local schools.
Online music tuition – with Gigajam running music tuition with free bursaries; Pop and Rock School; Music ICT support materials for musicians; Commission a new work by Lin Marsh for local schools; online tuition for PRU’s; early years music for local Sure Start setting; community ensembles and workshops in evenings for local adults; composition and performance project for SEN schools with Drake Project; community choir for primary age pupils; find and develop potential within local community musicians; Post-16 workshop day; Tsunami project.

The day was a most enjoyable one and very informative.  NAME will continue to develop links with the Specialist School Trust and with Richard Jones in particular